Sentences with phrase «identifies shared learning»

It also intends to identifies shared learning experiences to expose common priorities.

Not exact matches

Use it to identify potential contacts and reach out to learn as much as you can — the stuff they don't share on their company profile.

The company has also launched a prototype image recognition technology, which uses artificial intelligence and machine learning to identify diseases in a crop based on images shared by the farmer.

Her fellow members will help her identify the subtle ways in which she is overprotecting her husband; they will help her learn how to handle all sorts of practical problems by sharing their own experiences.

Acts, Act 203 directs the commissioner of health to convene a healthy worksites work group to identify priorities and develop recommendations to enhance collaborative learning and interactive sharing of best practices in worksite wellness and employee health management.

Our 20,000 citizen scientists share their observations and get help identifying what they've seen, building up reputation as they learn and making good identifications with the help of experts from more than 80 natural history societies.

The researchers hope that what they are learning from soil bacteria will help identify ways to reduce gene sharing among infectious bacteria, slowing the spread of drug - resistant superbugs, said senior author Gautam Dantas, PhD, assistant professor of pathology and immunology.

I'd like to share with you a personal testimonial that what I learned in this course helped me to finally identify and seek medical care for some health issues I'd been dealing with for some time.

If not, learn how to identify the blocks and interferences that stop you from manifesting what you truly love with the five secrets Dianne will share.

Clients also learn to identify desirable traits in an ideal partner and screen for shared values, goals, red flags, and what she calls green lights.

She shared what she's learned working behind the scenes at one of the world's most popular dating apps, offering advice on how to write a bio, how to choose a profile picture, how to identify red flags, and more.

This lesson uses group and team discussion, allows the students to share and build on their own ideas therefore encouraging independent discovery and learning and looks into biased writing, identifying biased language and phrases and ends with a final writing task of their own with a peer marking assessment.

During his presentation, he reminded visitors of the opportunities that this new educational landscape offers academies and MATs, which includes having a shared vision, identifying and removing barriers, learning from past mistakes, renewing and re-shaping governance and, of course, developing a multi-skilled workforce that is flexible, fast - moving, and looks beyond each individual school.

By allowing them to make choices in the classroom as to which applications to use for projects they are learning to identify the correct tools and applications for each idea they want to share.

Instead, the author of Beyond the Bake Sale: The Essential Guide to Family / School Partnerships, says open houses should be opportunities to share with families specific grade - level learning goals that have been identified for students.

This Resource Includes: Scaffolder Notes - Parts of Speech Cheat Sheet Teaching and Learning Activities Flipped Lesson Part - Video Lesson Starter and Success Criteria Development - Pair - Share, Mini-Plenary, Rubrics Differentiation - 7 Worksheets with Answers Plenary and Home Learning - 15 Worksheets with Answers Common Core Standards and Skills 22 Task Cards with Answers Noun Task Cards (1) Pronoun Task Cards (2) Adjective Task Cards (2) Verb Task Cards (2) Adverb Task Cards (3) Preposition Task Cards (2) Conjunction Task Cards (5) Interjection Task Cards (1) Parts of Speech Task Cards (4) Learning Objectives: • Identify parts of speech used in sentences.

It starts with action planning in the early fall (in which schools develop and submit an improvement plan); a provincial learning session in mid-fall for staff teams from all OFIP schools in the province (knowledge is shared from previous experience as well as new learning about emerging needs - for example, student and staff resiliency in 2012, and staff learning in mathematics in 2013); mid-year conversations in early spring (monitoring and identifying mid-year successes and challenges in order to modify plans and activities); and a summative conversation in late spring (in which staff reflect on the year, successes, and challenges, and begin discussions about the coming year's OFIP strategy).

This points to a desperate need to move toward a competency - based learning system that measures and rewards individual student growth, as well as an underlying shared learning infrastructure that allows the country to identify each unique student in a consistent way — so that when he or she moves geographies, the student's record does as well — and to keep track of what that student knows and can do in a consistent way across geographies.

But in a new article for Education Next, «Desegregation Since the Coleman Report: Racial composition of schools and student learning,» Steven Rivkin of the University of Illinois at Chicago identifies a key trend masquerading as resegregation: the decreasing enrollment share of white students due to the increasing ethnic diversity of public schools.

• A shared understanding of effective practice Before they are able to articulate a problem of practice, teachers must come to an understanding of what effective instruction for the identified learning problem would look like.

• Classrooms open to teacher colleagues for observation and analysis In order to articulate a problem of practice teachers must make use of instructional data which they collect through observations of their colleagues» classrooms and contrast current practice with their shared expectation of effective instruction for the identified learning problem.

The possibility of working in collaboration, both within and between classrooms, so that learning could be constructed and shared across groups (e.g., with team members, identify factors that contribute to obesity)

He says identifying your vision is the crucial first step; «Create and share your vision then share this with all your key stakeholders, clearly explaining the main teaching and learning drivers for developing a tablet one - to - one delivery model.

Each faculty in this secondary school will determine the learning strategies that are most relevant to their particular subjects, and these will then be shared across the faculties to identify commonalities as well as subject - specific evidence - informed strategies that can enhance understanding.

The challenge now becomes that of identifying the kinds of changes that will improve student learning in the classroom and, once the changes are identified, sharing this knowledge with other teaches who share similar problems, or share similar goals, in the classroom.»

Teachers, more than anyone, know that sharing and debating are a tremendous way to learn and consolidate ideas; participating in discussion can help to identify and resolve common areas of difficulty and fill in the gaps where necessary.

Learn how Crellin educators reach out to the community to identify opportunities for place - based learning and invite community partners into classrooms to share their expertise.

Convened by the Organization of African Youth, the Ministry of Environment, Water and Natural Resources and partners, the main objective of the forum is to provide a platform for young people to learn, share and identify -LSB-...]

Certain techniques were flagged up «no hands rule; use of mini-white boards, Kagan, learning environments that are supporting; bolstering self - esteem; positivity; curiosity; creativity; identify students to lead plenary at end of lesson at the beginning; Get class blogging — quadblogging; tallies for whole class rewards; encouraging independent learning; wait time when questioning; talk about their thinking and reasoning; conversational learning; talk with learning partners before answering any questions; pair and share; Glazer learning model structure for lesson delivery — a good mix of interaction and independent work; offering choice to pupils; cross class working; allowing time to play; list / describe / explain / evaluate; new audiences beyond the school; project based learning and philosopy; swapping age - groups; cross-curricular working; read to them every day; invite varied guests in; learning by discovery using pupils» interests; stand back and watch with purpose.

Develop ways to identify productivity superstars and share lessons - learned among remote rural leaders

Wallace identifies important knowledge gaps in our areas of interest, develops and tests promising ideas to narrow those gaps and then broadly shares what we learn.

Because it's so critical to see and experience the ways other schools are transforming, we work closely with Microsoft Showcase Schools, a global community of award - winning learning institutions, to identify and share best practices on how to improve learning.

Identify thoughtful classroom setup and structure that honor student experience; establish norms for shared inquiry and dialogue; establish how to create social - emotional learning safety in the classroom; and analyze behavior management practice to ensure value - based components.

The Core Knowledge Sequence represents our best effort to identify and describe the specific core of shared knowledge that all children should learn in U.S. schools.

Looking at 35 methodologically rigorous studies, the LPI report, Effective Teacher Professional Development, identifies seven key elements these programs share, signaling how states and districts can design professional learning to make a positive difference.

This webinar provided participants an opportunity to identify the opportunities of SRCLP program to increase language and literacy skills of young children and improve practice of educators; share evidence - based research to improve reading comprehension of children preschool to third grade; and discuss considerations for state leaders in designing policy and professional learning to increase effectiveness of early language and literacy instruction, particularly for dual language learners, and children with special needs.

Join Andrea Leder, the Board's assistant director of operations and finance, as she covers the ins and outs of statutory fingerprinting requirements, as well as shares lessons learned and identifies resources available to help schools ensure compliance.

Educators must help students learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with online networks.

Grand Rapids, MI, September 13, 2016 — Curriculum Crafter LCC ®, the only curriculum and planning management tool in the industry that offers the advantages of creating, aligning, and mapping classroom content all in one place, announced today its collaboration with the Center for Educational Improvement (CEI)-- a leading nonprofit 21st Century learning organization that identifies, shares and applies learning innovations to guide school leaders as they improve their schools.

With these challenges in mind, CEI identifies and shares the latest research in STEM teaching and learning as well as spotlights exemplary STEM practices being implemented in schools across the country.

When schools develop these kinds of shared learning visions, the next step is to identify how tablets can best support those visions.

The Social Studies collaborative focuses on identifying, developing, and sharing high - quality educational resources that support student and professional learning through rigorous standards, engaging curriculum, balanced assessments, effective professional development and attention to equity.

It will discuss absenteeism including health - related absences as a barrier to learning, share information and examples on data collection and use in identifying and tracking students with chronic conditions and demonstrating reduced absences through efforts that improve student health, and offer guidance to begin work in this area.

Several meta - analyses identified leadership actions associated with improved student achievement, including supporting the development and use of curriculum, instruction, and assessments; building a shared culture of achievement; establishing goals and expectations; resourcing strategically; planning, coordinating, and evaluating teaching and curricula; promoting and participating in teacher learning and development; and cultivating an orderly and supportive environment.»

The report has three sections: 1) Setting the Context, which discusses the need for effective systems of evaluation and support for school leaders; 2) Sharing Key Lessons Learned, which highlights how states and districts can work together to agree upon and communicate expectations for school leaders and implement standards - based systems of leadership support and evaluation, thereby increasing teacher effectiveness and improving student outcomes in all schools across the nation; and 3) Improving Standards Based Leadership Evaluation, which examines leader evaluation as a policy foundation for identifying, and supporting effective educators.

The books in this series define terms and share mental models; detail benefits; share how to plan action; detail what action looks like; identify learning opportunities; explore how to teach students about school; examine potential barriers and how to overcome them; address assessment; and detail the ultimate outcomes of Meaningful Student Involvement.

As a leader in identifying, sharing and applying 21st century learning innovations in education, the Center for Educational Improvement invites you to this 90 - minute session, at the campus of one of our D.C. school partners, Potomac Preparatory Public Charter School.

The primary purpose of any systematic assessment of school performance in these countries is to reveal best practices and identify shared problems in order to encourage teachers and schools to develop more supportive and productive learning environments.

The shared practice of reflecting on students» understanding in the context of clearly identified goals helps students learn to monitor their progress, receive feedback intended to promote further learning, and incorporate the feedback into subsequent work.

For example, identify your team's shared vision of caring for students and student learning, set goals related to that vision, discuss how the team's work can help attain those goals, and check in often to assess progress.